Adult Learning Styles
Discussion on Kolb's Theory of Learning Styles and Silver and Hanson's Learning Style Inventory
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Introduction
While education and
the learning process have been given great relevance in the modern world, it
has not being until fairly recently that adult learning has been given closer
attention and the knowledge base on adult education and training comparatively
improved. Knowles, Holton and Swanson (2005, p.35) point out to the incongruity
of this lack of interest in adult learners given the fact that the great
teachers of ancient times (Confucius, Jesus, Aristotle and Plato) were all
teachers of adults and not of children.
Rothwell (2008) proposes that the
reason for the lag in interest in adult learning as compared to childhood
learning was from the misguided assumption that people do not learn much after
childhood. New realities have rendered this assumption obsolete as the need for
adult education has risen over the past few decades.
As a result of
modern day realities, adult learning has become an important and indispensible faucet
of today’s society. Despite this, research into adult learning remains fairly
limited compared to childhood learning research. Due to the limitation in
research on adult learning, most adult educators have a stereotypical
description of adult learners (Rose, Kasworm & Ross-Gordon, 2010).
This
misguided notion has led to the creation of a barrier to effective learning by
the adults therefore greatly hampering the education process. This paper shall
set out to perform a detailed research on the common adult learning styles in
existence. The significance of having knowledge on the learning styles to the learners
and the adult educators shall also be articulated.
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